Evidence about the positive effect of self-evaluation on student performance is particularly convincing for difficult tasks (Maehr & Stallings, 1972; Arter et al., 1994), especially in academically oriented schools (Hughes et al., 1985) and among high need pupils (Henry, 1994). Perhaps just as important, students like to evaluate their work. Assessment (Assessment FOR Learning)
When implemented well, formative assessment can effectively double the speed of student learning (Wiliam, 2007) To tap the full potential of formative assessments, teachers must:
Clarify and share learning intentions and criteria for success with students. For example, some teachers share work samples completed by previous students and have current students discuss which ones are strong and which are weak, and why.
Engineer effective classroom discussions, questions, and learning tasks. Well-planned questions can prompt students to think and provide teachers with information to adjust instruction. Teachers need to use effective questioning techniques that keep all students engaged and that gauge the understanding of the whole class instead of just selected students.
Provide feedback that moves learners forward. Comments that address what the student needs to do to improve, linked to rubrics when appropriate, promote further learning more effectively than letter grades do.
Activate students as the owners of their own learning. For example, have students assess their own work, using agreed-on criteria for success.
Encourage students to be instructional resources for one another. Peer assessment and feedback is often more acceptable and engaging for students than teacher feedback is (Leahy, Lyon, Thompson, & Wiliam, 2005).
Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards), backward design calls for us to operationalize our goals or standards in terms of assessment evidence as we begin to plan a unit or course.” (Wiggins & McTighe (1998) Summative Assessment (Assessment OF Learning)
3.3 a - How does the school ensure that classroom assessments align with the standards/expectations in the curriculum?
3.3 b - To what extent are achievement data and teacher input used when developing or modifying curriculum or instructional programs, practices, or processes?
3.3 c - How does the school support teachers in developing high quality assessments?
3.3 d - What kind of collaborative, reflective analysis of student work has been conducted by teachers?
Indicator 3.3 - Assessment (Research)
3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices
Evidence about the positive effect of self-evaluation on student performance is particularly convincing for difficult tasks (Maehr & Stallings, 1972; Arter et al., 1994), especially in academically oriented schools (Hughes et al., 1985) and among high need pupils (Henry, 1994). Perhaps just as important, students like to evaluate their work.
Assessment (Assessment FOR Learning)
When implemented well, formative assessment can effectively double the speed of student learning (Wiliam, 2007)
To tap the full potential of formative assessments, teachers must:
Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards), backward design calls for us to operationalize our goals or standards in terms of assessment evidence as we begin to plan a unit or course.” (Wiggins & McTighe (1998)
Summative Assessment (Assessment OF Learning)
Performance-Based Assessment
Six-Trait Writing
Resources
- Digital Storytelling Rubric
- Digital Storytelling Reflection
Essential Questions